David Robinson (basketball) Personal life Did Robinson play basketball? Robinson is well known as a philanthropist. How did he get started? In 2001, Robinson founded and funded the $9 million Carver Academy in San Antonio, a non-profit private school named Did he had any help starting this academy? Robinson and business partner Daniel Bassichis donate 10 percent of their profits to charitable causes.
What other aspects of his personal life are relevant?
Besides donating 10% of profits to charitable causes, what other aspects of David Robinson's personal life are relevant?
Robinson married Valerie Hoggatt in 1991. They have three sons, David Jr., Corey, and Justin. Corey attends Notre Dame and was a member of the football team, playing wide receiver, before ending his playing career on medical advice prior to what would have been his senior season in 2016 due to multiple concussions. He will remain very active on campus in his final undergraduate year, having been elected in February 2016 as student body president for the 2016-17 school year. Justin, a 6'8" (2.03 m) forward in basketball and a two-time all-state selection in Texas, has attended Duke since August 2015. He was initially recruited to the Duke team as a "preferred walk-on" with the opportunity to eventually earn a scholarship, but was placed on scholarship before his arrival at Duke.  Robinson identifies his religious affiliation as Christian. Robinson has stated that he became a Christian on June 8, 1991 after being encouraged to read the Bible.  In 2001, Robinson founded and funded the $9 million Carver Academy in San Antonio, a non-profit private school named for George Washington Carver to provide more opportunities for inner-city children. In 2012, the school became a public charter school and its name changed to IDEA Carver. Robinson continues to be a very active participant in the school's day-to-day activities.  In 2011, Robinson earned a Master of Arts in Administration (with concentration in organizational development) from the University of the Incarnate Word to better "understand how businesses work and how to build them.".  Beyond his founding of Carver Academy, Robinson is well known as a philanthropist. Robinson and business partner Daniel Bassichis donate 10 percent of their profits to charitable causes. The winner of the NBA Community Assist Award is presented with the David Robinson Plaque. CANNOTANSWER
The winner of the NBA Community Assist Award is presented with the David Robinson Plaque.
Sexual function is how the body reacts in different stages of the sexual response cycle, or as a result of sexual dysfunction. Relevant aspects of sexual function are defined on the basis of a modified version of Masters and Johnson's work. The aspects of sexual function defined as being relevant to the assessment include sexual desire, erection, orgasm and ejaculation. Guidelines for assessing sexual function are suggested and divided into four stages:

Stage 1 deals with the documentation of the defined aspects of sexual function. The main questions are: 
Is the function intact? For example: Have there been any occurrences of erections or orgasms during a given period of time? 
If the function is intact, what is the frequency and/or intensity of the function? For example: How often has the person had an orgasm or erections during the given period of time and how intense is the orgasmic pleasure and erection stiffness compared to youth or the best period in life. The suggested explanations for the absence or waning of functions at this stage are physiological and psychological.

Stage 2 deals with the assessment of the frequency of different sexual activities, such as intercourse, within a given time frame. The possible explanations for an absence or a decreased frequency of sexual activities may include physiological, psychological, social, religious and ethical reasons.

Stage 3 it is estimated if or to what extent waning sexual functions and/or activities cause distress.

Stage 4, the association between the distress due to waning sexual function and well-being and emotional isolation is assessed.

These guidelines were constructed to assess male sexual function in relation with treatment for prostate cancer. However, the concept has been modified and adapted for females.

See also
Sexual dysfunction
Orgastic potency

References

Sexual health
Human sexuality The structure of observed learning outcomes (SOLO) taxonomy is a model that describes levels of increasing complexity in students' understanding of subjects. It was proposed by John B. Biggs and Kevin F. Collis.

The model consists of five levels of understanding:
 Pre-structural – The task is not attacked appropriately; the student hasn't really understood the point and uses too simple a way of going about it. Students in the pre-structural stage of understanding usually respond to questions with irrelevant comments.
 Uni-structural – The student's response only focuses on one relevant aspect. Students in the uni-structural stage of understanding usually give slightly relevant but vague answers that lack depth.
 Multi-structural – The student's response focuses on several relevant aspects but they are treated independently and additively. Assessment of this level is primarily quantitative. Students in the multi-structural stage may know the concept in tidbits but don't know how to present or explain it. 
 Relational – The different aspects have become integrated into a coherent whole. This level is what is normally meant by an adequate understanding of some topic. At the relational stage, students can identify various patterns & view a topic from distinct perspectives.
 Extended abstract – The previous integrated whole may be conceptualised at a higher level of abstraction and generalised to a new topic or area. At this stage, students may apply the classroom concepts in real life.

See also

References

External links
 Teaching Teaching & Understanding Understanding (short-film about Constructive Alignment and The SOLO Taxonomy)

Educational technology
Educational classification systems
Stage theories "My Pedagogic Creed" is an article written by John Dewey and published in School Journal in 1897. The article is broken into 5 sections, with each paragraph beginning "I believe." It has been referenced over 4100 times and continues to be referenced in recent publications as a testament to the lasting impact of the article's ideas.

Summary of John Dewey's My Pedagogic Creed

What education is
According to John Dewey's article "My Pedagogic Creed" (1897), education is only as individual as our society allows it to be. We (people) are unconsciously trained from birth. Our social consciousness, our cultural ways and what we value are a mock up of a collective social being, according to Dewey. We are all a product of our social surroundings from birth through adulthood and death. Eventually we "become an inheritor of the funded capital of civilization." Dewey exerts that individual best is achieved in the spirit of and for the greater good. "Through these demands he is stimulated to act as a member of a unity, to emerge from his original narrowness of action and feeling and to conceive of himself from the standpoint of the welfare of the group to which he belongs." As a member of society, we are confined to language and its meanings, but also empowered by it.

Dewey believes that "the educational process has two sides." Psychological and sociological impacts are two sides of the education process that go hand-in-hand; "neither can be subordinated to the other or neglected without evil results following." Psychology provides the foundation of education while sociology provides the scenario. Unless what is taught and how we teach relates to students' lives, it can become stressful. Even good grades are not indicative of authentic learning. Students may become disenfranchised. Psychology and social dynamics must exist in conjunction with each other to create a truly internal experience. It is important to know what is happening in the world-at-large, according to Dewey. One must also look at the student's world to ensure success relevant to their own realm of accomplishment. "We must also be able to project them into the future to see what their outcome and end will be." Dewey holds that we must look into the individual future of every student and see what their own outlook is and how we can get there—not a collective outlook defined by blanket societal expectations of success by every person. Dewey states, "To know what a power really is we must know what its end, use, or function is." In sum, a student cannot achieve power over their future until they know what their future can be. Teachers cannot prepare students for a future we cannot foretell as a result of ever-changing technology. People can truly prepare for the future by empowering students. In Dewey's words, "To prepare him for the future life means to give him command of himself." Hands-on learning that utilizes the senses and capacity of the student creates the most success, intrinsically and externally. Dewey believes "that the individual who is to be educated as a social individual and that society is an organic union of individuals." Demonstration of this success shows a psychological process. Utilizing the skills derived from effective psychological learning, social factors can be successfully recognized and addressed.

What the school is
Education is a social process. According to the creed, it should not be used for the purposes of preparation for living in the future. Dewey said, "I believe that education, therefore, is a process of living and not a preparation for future living." We can build a child's self-esteem in not only the classroom but in all aspects of his or her life. Education must always stay true to children and align with their reality in order to be true. Dewey argues that some children are over labeled and misunderstood because we take away authentic experiences by not relating education to natural human order. More importantly he emphasizes, "Existing life is so complex that the child cannot be brought into contact with it without either confusion or distraction….and he becomes either unduly specialized or else disintegrated."

Dewey believes that education and school ought to be an extension of home. Personal background is psychological and gives way to new ideas. This is summed up in the quote, "It is the business of the school to deepen and extend his sense of the values bound up in his home life." In schools currently, the information is given, lessons are learned and habits are formed, similar to the banking model of education criticised by Paulo Freire in his 1970 book Pedagogy of the Oppressed. Dewey states that this is not effective. Working together is vital to unity and success. He states, "The present educational systems, so far as they destroy or neglect this unity, render it difficult or impossible to get any genuine, regular moral meanings."
We need to see school as a social experience, according to this creed. The teacher is the guide and chooses what relevant experience will guide each child through the education process. When it comes to assessment, Dewey states that grading should be relevant to the child's own progress. Exams are to be used for social ordering rather than individual upkeep.

The subject-matter of education
Following suit with his other theories, Dewey believes that subject matter should reflect students' real lives. Schools focus on too many subjects, which may not reflect the students' actual experiences. The child's own activities should determine curriculum. For example, students are often given literature lessons at the beginning of the learning experience, when it is the sum of events, making the subject relevant for the end of learning; This gives the student time to shape his or her own views before being told how history or some one else has seen something. It should be given at the end as a summative reflection. 

We need to let children be constructive and pave their own paths, according to Dewey. "I believe that the only way to make a child conscious of his social heritage is to enable him to perform those fundamental types of activity which makes civilization what it is." Dewey takes on a constructive point of view. He says that at times vocations may be more relevant and should be main subjects. In order to learn formal subjects, students need to be relaxed. Dewey explains that in order to achieve that, they must be comfortable with what they have learned up to that point. All subjects are relevant to life.

The nature of method
 Dewey asserts that active participation far surpasses passive learning. Action must come before anything else. We create children's negative perceptions of school. Ideas come from movement. Symbols give an inaccurate and incomplete view of the big picture. They impact the student's ability to think authentically.
 Envisioning the message helps with retention. Imagery is so important in generating relevancy to one's life.
 It is the teacher's job to pay attention to student's blooming interests and expand on them for a one of a kind learning experience. Interest is power and we must harbor that interest.
 Welcome emotions in education. They are part of the important aspects of learning.

The school and social progress
In Dewey's words, "education is the fundamental method of social progress and reform." Social consciousness shapes individual perceptions. Society also has an obligation to reform education. As a society we are responsible for one another. "I believe it is the business of every one interested in education to insist upon the school as the primary and most effective instrument of social progress and reform in order that society may be awakened to realize what the school stands for, and aroused to the necessity of endowing the educator with sufficient equipment properly to perform his task." Education is the perfect combination of art and science. Dewey sees that we must use individuality for the greater good. Dewey recognizes that teaching is noble and selfless. Teachers show us our way.

References

Pedagogy
Critical pedagogy
Philosophy of education